As you enter, take several sticky notes and respond to the following questions:

1. Entry Task As you enter, take several sticky notes and respond to the following questions: For those on “Focused”, how did you determine your Criteria for this year’s evaluation? How do you determine whether students in your class have grown in their learning? (1 idea per sticky note) Focused Evaluation Student Growth

2. TPEP: Writing Student Growth Goals & Strategies for a Successful Evaluation Susan Sellers, Paul Clinton October 18, 2014 SHAPE Washington\West’s Best Some materials for this presentation are courtesy of Scott Poirier from his Measures & Evidence Trainingspoirier@washingtonea.org developed for the WEA

3. What are we going to Accomplish • Strategies for a successful evaluation • Know the “State 8” • Know your Instructional Framework • Know yourself • Writing Student Growth Goals • What’s important? • The criteria • The Goldilocks concept “Just Right” • Nesting goals • Examples

4. Strategies for a Successful Evaluation: Centering instruction on high expectations of student achievement Exhibiting collaborative and collegial practices focused on improving instructional practice and student learning Demonstrating effective teaching practices Know the “State 8” Recognizing individual student learning needs and developing strategies to address those needs Communicating and collaborating with parents and the school community Using multiple student data elements to modify instruction and improve student learning Providing clear and intentional focus on subject matter content and curriculum Fostering and managing a safe, positive learning environment

5. Strategies for a Successful Evaluation: Know your Instructional Framework CEL 5D+ Danielson Marzano

6. Know Your Framework (Frameworks at a Glance: tpep-wa.org) CEL 5D+ Danielson Marzano

7. Strategies for a Successful Evaluation: Know Yourself! • Review the elements and critical attributes of each of the 8 Criteria • Identify points of focus – even if on “Comprehensive” Self Assessment • 2 observations of at least 15 min each for a total of at least 60 min. • Provide a detailed lesson plan that identifies the critical elements of your chosen Criteria. Preparing for the Observations • Lesson Plans • Pictures and videos • Student Work Providing Evidence Collecting Artifacts

8. Strategies for a Successful Evaluation: Resources • To learn more: edtech.wednet.edu/eVALTraining • To create and account: • http:/eds.ospi.k12.wa.us • General teacher resources: • tpep-wa.org • PE Specific Resources: • shapewa.org

9. Writing Student Growth Goals • Write goals that reflect the major concepts you teach! • Physical Skill Development. • Health and fitness knowledge. • Fitness Development. • Applying health & fitness knowledge to students lives. • ?

10. Writing Student Growth Goals • Write goals that reflect what you do best or what is unique in your program. • Dance • Outdoor education • Game Strategy & Tactics • Health & Fitness Portfolios • ?

11. How do we determine in physical education whether students in our class have grown in their learning? • formative assessments • Skill assessments rubrics • Peer assessments • Student Work Samples • Student Portfolios • Videos of performance • Grades • State CBA • Written tests • Unit assessments • District Fitness Assessment Student Growth

12. Measuring Student Growth Pyramid Many want “Sameness” in measurements State-based Assessments District-Based Assessments School-Based Assessments Classroom-Based Assessments

13. Tough Questions for Physical Educators • Can or should we use fitness testing data? • Does the evidence for student growth need to be the same for all students?

14. What happens when non PE professionals define student goals for us? • Physical Education Example: Students in a PE class are required to go through an obstacle course every two weeks during an 18 week PE class. Students strap on wrist heart rate monitors and record their heart rates every time they go through the obstacle course. At the end of 18 weeks, the PE teacher has a graph of every student in their class and can demonstrate that students are healthier at the end of 18 weeks than they were when they started the class by seeing students’ improved (lowered) heart rates on the graph. The teacher can take the graph off the wall and show the data to the principal. The teacher has demonstrated student growth between 2 (or more) points in time.

15. 6.1 Goal: By the end of May, 4th grade students will all be in the Healthy Fitness Zone for their age and gender based on the Fitnessgram assessments: mile run, sit-ups and push-ups. 6.2 Multiple Measures: Fitnessgram, student logs, charts of progress, teacher observation notes 3.1 Goal: By the end of May, students not in the Healthy Fitness Zone for their age and gender based on the fall Fitnessgram assessments: mile run, sit-ups and push-ups will progress to being in the Healthy Fitness Zone. 3.2 Multiple Measures: Fitnessgram, student logs, charts of progress, teacher observation notes 8.1 Goal: By the end of May, district 4th graders will all be in the Healthy Fitness Zone for their age and gender based on the Fitnessgram assessments: mile run, sit-ups and push-ups. Team of district PE teachers will meet through PLC groups during available time to collaboratively discuss instructional strategies for improvement, examine student data and plan for instruction.

17. Student Growth Rubric Language SG 3.2 Multiple sources of growth or achievement data from at least two points in time show clear evidence of growth for most students. SG 6.2 Multiple sources of growth or achievement data from at least two points in time show clear evidence of growth for most students.

19. SG 3.2 & SG 6.2

20. SG 8.1 - Proficient • This is not about writing a goal. It’s about: • Your Personal contribution to be collectively responsible for student learning • One of the most powerful components to change a culture of collaboration • To collaboratively and actively participate in authentic practices that increase student achievement Consistently and actively collaborates with other grade-level, subject matter or instructional team members To establish goals To develop common high quality measures To implement common, high quality measures To monitor growth during the year To monitor achievement during the year.

21. What is the difference in qualitative indicators in SG 8.1?

22. Goldilocks Goals • Consider writing student growth goals with Goldilocks in mind: not too broad, not too narrow, but just right.

23. 4Parts of a Student Growth Goal Do something within a timeframe: Students will • demonstrate, create, analyze, compare, differentiate, compose, evaluate, design, synthesize, articulate, ect. Content: Specific to what students need to know Evidence of learning/growth: How is success defined? Measures: formative & summative X Too Specific Too Broad

24. Example Goal

25. Example Goal for PE

26. Nesting the Goals Another way to think of the three student growth criteria is analogous to ‘nesting dolls,’ moving from large to small (SG 8.1 to SG 6.1 to SG 3.1) SG 8.1 SG 6.1 SG 3.1

27. Example of “Nested” Goals 8.1 Establish Team Student Growth Goals: During First Semester, 8th grade students will provide text-based evidence to support prediction, inference, and opinion as measured by a four-point rubric. Progress along the goal will be determined through a pre-assessment, graphic organizers, student work, formative assessments, and a summative post-assessment. Success measured by SG 6.2 6.1 Classroom goals: During first semester, my 4th period students will improve their ability to provide text-based evidence to support prediction, inference, and opinion. Students will improve at least one level in each of the three skills, as measured by a four-point rubric. Progress along the goal will be determined through a pre-assessment, graphic organizers, student work, formative assessments, and a summative post-assessment. Success measured by SG 6.2 3.1 Subgroup goals: During first semester, a sub-group of students identified in the lowest tier of the rubric through a pre-assessment will improve their ability to provide text-based evidence to support prediction, inference, and opinion. They will use supports such as differentiated text, a scaffold frame, or an oral reader and uses texts appropriate to their reading level. Students will improve at least one level in two of the three skills, as measured by a four-point rubric. Success measured by SG 3.2

28. Example of Nested Physical Education Goals 8.1 Establish Team Student Growth Goals: The theatre department and physical education (teachers and students) will collaborate to introduce social dance to high school students. During a three week swing dance unit for three PE classes and the theatre class, students will progress from simple basic steps to complex swing dance combinations. Students will display the proper social skills needed when engaging in social dance with a partner of the opposite gender. Student led dance organizing committee will collaborate with the instructors to plan and implement the swing dance party for all four classes at the end of the unit. 6.1 Classroom goals: During a three week swing dance unit students will progress from simple basic steps to complex swing dance combinations. Students will display the proper social skills needed when engaging in social dance with a partner of the opposite gender. Swing dance physical skill acquisition will be evident in a pre-video taken in the first couple of days of the unit and a post-video of the culminating swing dance party that will be held with three classes. Social skill development will be evident on the dance party video and with a reflection piece that students will fill out at the end of the unit.

29. Example of Physical Education Goals 3.1 Subgroup goals: During the course of the second semester, seniors in all classes will improve their personal fitness and relate these improvements to staying fit as adults. Seniors are the least fit of all the classes at our high school and this is at a time when they are about to enter the adult world of fitness that will be dependent completely on their own efforts and knowledge. Student performance will be measured in two ways. First by pre and post fitness testing for at least two of the twelve optional fitness tests as evidenced by student created graphs of their progress. Second, by SMART fitness goal setting in February and a written analysis of their efforts and results in June.

30. Establishing Student Growth Goals • What are the major concepts you teach? 2. What do you do best or what is unique in your program? 3. What is your timeframe?

31. 4. What do students need to know or demonstrate by the end of the timeframe? Too Specific Too Broad 5. How will you define success/growth? 6. What formative & summative measures will you use? X